This chapter examines recent attempts in Hong Kong to improve the quality of primary education through the upgrading of primary teachers' level of preparation to degree level, and the corresponding provision of a n u m b e r of higher paid graduate posts in primary schools. The authors examine closely how the graduate teacher policy was actually implemented at the school level. They described the delicate organizational changes arising from the introduction of the new graduate grade structure on the traditional non-graduate grade structure in primary schools. Some positive effects resulting from the improved qualifications of graduate teachers were indeed identified, but the authors also report various perverse effects emanating from the implementation of the policy. Moreover, the authors found that the prevailing organizational culture in primary schools often impeded many degree-holding teachers from realizing their increased capacities acquired from degree studies. The findings suggest that pay scale changes may only work, as expected, if they are supported by changes in the organizational structure of schools that facilitate a change in the organizational culture and support the systemic school reforms. Copyright © 2005 Hong Kong University Press.
|Title of host publication||Education reform and the quest for excellence: The Hong Kong story|
|Editors||Lok Sang HO, Paul MORRIS, Yue-Ping CHUNG|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong University Press|
|Publication status||Published - 2005|
CitationLai, K.-C., Ko, K.-W., & Cheung, E. L.-M. (2005). Implementation of graduate teacher policy in Hong Kong primary schools: Promises and disillusionment. In L. S. Ho., P. Morris., & Y.-P. Chung (Eds.), Education reform and the quest for excellence: The Hong Kong story (pp. 127-146). Hong Kong: Hong Kong University Press.
- Primary Education
- Educational Policy and Management